Visual Impairment

Fatigue, time of day, and medications can cause fluctuating vision. A child may be able to do a task at one time of day, but not at another.

If a child complains or gets frustrated, take the time of day into consideration and encourage him to rest his eyes. It also may help for the child to wait a few minutes when he comes into a darker room from the outside.

Refusing to touch things is called tactile defensiveness. If it’s a big problem, an occupational therapist can help.

Do not force a child to play with finger paints, play dough, or glue. She needs to have control over the amount of sensory input she gets. A visual impairment doesn’t affect what a child is able to learn, but it can affect how a child learns.

Everyday communication can become a real challenge. Without eye contact, it’s hard to tell if a child is paying attention (or if someone is paying attention). Children with visual impairments may also miss visual cues, such as a frown, raised eyebrows, or smiles to communicate with others. Waving, pointing, and nodding can also create confusion because they are visual cues.

Tools for inclusion To help you know what to do with a child who has a visual impairment, ask the child’s parents, therapists, or an adult with a similar disability. Ask the child for suggestions, too.

sally This example uses Sally, a four-year-old with some vision (you don’t know how much), who has only limited experience in settings outside her home. Knowing the answers to these questions can help you create a safe environment for Sally.

lighting is best for Sally?

Does she move easily from a light room into a dark room (or from a dark room into a light room)?

What positions are best for her?

Does she do better when she has toys, food, or other things presented to her on her right side, or her left?

What does Sally enjoy looking at?

Bright lights? Colorful toys? Things with black and white patterns?

Does she use vision to get around or avoid large objects?

Does she need to touch things to avoid them?

Does Sally like people to say something to her when they enter the room so she knows they are there?

Does Sally enjoy looking at books with bright pictures? Does she enjoy coloring if the outlines are heavy? (You can make lines darker with a marker.)

During dressing, eating, or any other daily activity, use lots of communication so the child knows what will be happening. This is called “providing cues.” It’s also helpful to be consistent. For example?

Use language full of descriptions. Tell him about colors, the weather, and things that are happening around her. This may seem awkward at first, but you will get used to it.

Use names. A child with a visual impairment may not be able to see facial expressions or body language that shows who’s being spoken to (such as who you’ve turned your head toward). Speak to everybody by name, especially if there are other people in the room.

Relate directions to body parts. Don’t say, “You dropped your mitten on the floor.” Say instead, “You dropped your mitten on the floor in front of your right foot.”